Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
I have a basic knowledge and understanding of what game based learning is. I understand the power game based learning can provide within a classroom. However, I know very little about the technical aspects of GBL or implement them successfully into my classroom
W = What do you want to learn?
I want to learn how to effectively incorporate game based learning into my classroom to encourage students’ enjoyment oflearning.
L = What have you learned? (we'll do this last one later)
While successful gamification does not require technology and can be applied within a classroom environment every day, I discovered that the development of games requires a lot of thought. Successful gamification is about incorporating the right gaming elements in order to produce a successful game for your students.
The key message I learnt was that when considering implementing a game into my classroom is that ‘gamification is there to amplify the learning outcomes’ and to create effective, educational games you need to link the game mechanics with learning outcomes or you risk creating a game for students that is fun, but they do not learn. Thanks Jodie, we're glad to see you linking game mechanics with learning outcomes.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
I’m a casual teacher who rarely has to set the learning objectives for a lesson, but I do find that gamification during maths is an excellent way to reinforce a very wide range of learning outcomes set.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I regularly use bingo as a game at the end of maths lesson, particularly a double lesson. I can often set the questions using the text during the prepared lesson or during a break. I then get students to place the answers randomly in a prepared blank bingo sheet that I have.
We then play bingo. It reinforces the student objectives from the lesson, and students love the competition and laughs Bingo provides.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Dynamics - has a very low level of engagement in relation to narrative, emotion and relationship. It does have the element of progression as you read more books; your reading skill will naturally improve.
Mechanics – While it contains some level of GBL in the game mechanics as it does create a challenge and students must read enough books to receive a certificate as a reward, this game does lack many of the other important elements such as providing little or no feedback, co operation, transactions, turns, chance or resource aquistion.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Lesson Outcomes:
Please note this Game that I have adapted is for a wide variety of subjects and learning outcomes. As a casual teacher and I do not set the learning outcomes but I adapt the game to reinforce those set by the teacher.
Name of the Game: Trivia
Description of your Audience: Age: K- 12 Motivations: Depend on the age group, but can vary from being able to clean the board in infant school, to mock certificates for secondary students which they love, but mostly the satisfaction of winning in a team environment is enough.
Time Constraints:
5-10minsI generally engage students in a trivia game at the end of double lessons, where I know they will be losing concentration and need to be reengaged and reinforcement of lesson objectives. I also need time to get the questions organised
Game Elements: Game Dynamics –
Studnets work in teams to encourage collaborative learning, discussion and social learning to answer questions related to the lesson topic, theme and objectives. The team that answers the most correctly get a prize
Game Mechanics:
I ask questions relevant to the lessons topic and lesson objectives, that range in difficulty. I like to start with basic questions such as terminology and definitions, and then build towards higher order thinking questions, such as describe and then questions requiring analysis.
I also like to add random bonus questions that may be off topic but will engage their interest and give them a laugh, such as who will win local AFL/netball match that is yet to be played between rival teams
Once I have asked all the questions that time allows, we mark the answers and discuss anything controversial, interesting or to reinforce learning objectives.
Then the winning team receives their prize.
Game Components: Trivia requires little in the way of material which allows it to be used in any learning environment. It just requires a little work from the teacher to plan the questions.
Fun Check: Easy Fun- The early questions and meant to be easy to engage all students. I also like to include random surprise questions to reengage students and create a fun environment. Hard Fun- The questions build up to high order thinking questions to challenge students and to also encourage discussion and collaboration to give an answer. Social Fun - All students in team which encourage social interaction, discussion and amusement.
Thanks Jodie, a good game is usually based on a good framework, (for example the Monopoly board game and all the theme variations you can get these days). You have a good framework that can be continuously tweaked, extended and applied, as you've mentioned to various subjects as needed.
Have you filled in the evaluation? Have you found the bonus level content?
Yes and yes. I like your philosophy.
The following content has been copy and pasted from the 'Blank participant page 2' template.
I wasn't sure what to merge so just copied all the content here. Stan Yip, syip@aisnsw.edu.au
if you do not have a page set-up for you, just use this page and add your name.
Jodie H
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
I have a basic knowledge and understanding of what game based learning is. I understand the power game based learning can provide within a classroom. However, I know very little about the technical aspects of GBL or implement them successfully into my classroom
W = What do you want to learn?
I want to learn how to effectively incorporate game based learning into my classroom to encourage students’ enjoyment oflearning.
L = What have you learned? (we'll do this last one later)
While successful gamification does not require technology and can be applied within a classroom environment every day, I discovered that the development of games requires a lot of thought. Successful gamification is about incorporating the right gaming elements in order to produce a successful game for your students.
The key message I learnt was that when considering implementing a game into my classroom is that ‘gamification is there to amplify the learning outcomes’ and to create effective, educational games you need to link the game mechanics with learning outcomes or you risk creating a game for students that is fun, but they do not learn. Thanks Jodie, we're glad to see you linking game mechanics with learning outcomes.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
I’m a casual teacher who rarely has to set the learning objectives for a lesson, but I do find that gamification during maths is an excellent way to reinforce a very wide range of learning outcomes set.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I regularly use bingo as a game at the end of maths lesson, particularly a double lesson. I can often set the questions using the text during the prepared lesson or during a break. I then get students to place the answers randomly in a prepared blank bingo sheet that I have.
We then play bingo. It reinforces the student objectives from the lesson, and students love the competition and laughs Bingo provides.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Dynamics - has a very low level of engagement in relation to narrative, emotion and relationship. It does have the element of progression as you read more books; your reading skill will naturally improve.
Mechanics – While it contains some level of GBL in the game mechanics as it does create a challenge and students must read enough books to receive a certificate as a reward, this game does lack many of the other important elements such as providing little or no feedback, co operation, transactions, turns, chance or resource aquistion.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Lesson Outcomes:
Please note this Game that I have adapted is for a wide variety of subjects and learning outcomes. As a casual teacher and I do not set the learning outcomes but I adapt the game to reinforce those set by the teacher.
Name of the Game: Trivia
Description of your Audience: Age: K- 12 Motivations: Depend on the age group, but can vary from being able to clean the board in infant school, to mock certificates for secondary students which they love, but mostly the satisfaction of winning in a team environment is enough.
Time Constraints:
5-10minsI generally engage students in a trivia game at the end of double lessons, where I know they will be losing concentration and need to be reengaged and reinforcement of lesson objectives. I also need time to get the questions organised
Game Elements: Game Dynamics –
Studnets work in teams to encourage collaborative learning, discussion and social learning to answer questions related to the lesson topic, theme and objectives. The team that answers the most correctly get a prize
Game Mechanics:
I ask questions relevant to the lessons topic and lesson objectives, that range in difficulty. I like to start with basic questions such as terminology and definitions, and then build towards higher order thinking questions, such as describe and then questions requiring analysis.
I also like to add random bonus questions that may be off topic but will engage their interest and give them a laugh, such as who will win local AFL/netball match that is yet to be played between rival teams
Once I have asked all the questions that time allows, we mark the answers and discuss anything controversial, interesting or to reinforce learning objectives.
Then the winning team receives their prize.
Game Components: Trivia requires little in the way of material which allows it to be used in any learning environment. It just requires a little work from the teacher to plan the questions.
Fun Check: Easy Fun- The early questions and meant to be easy to engage all students. I also like to include random surprise questions to reengage students and create a fun environment. Hard Fun- The questions build up to high order thinking questions to challenge students and to also encourage discussion and collaboration to give an answer. Social Fun - All students in team which encourage social interaction, discussion and amusement.
Thanks Jodie, a good game is usually based on a good framework, (for example the Monopoly board game and all the theme variations you can get these days). You have a good framework that can be continuously tweaked, extended and applied, as you've mentioned to various subjects as needed.
Have you filled in the evaluation? Have you found the bonus level content?
Yes and yes. I like your philosophy.
Badges & Rewards
complete
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
I have a basic knowledge and understanding of what game based learning is. I understand the power game based learning can provide within a classroom. However, I know very little about the technical aspects of GBL or implement them successfully into my classroom
W = What do you want to learn?
I want to learn how to effectively incorporate game based learning into my classroom to encourage students’ enjoyment oflearning.
L = What have you learned? (we'll do this last one later)
While successful gamification does not require technology and can be applied within a classroom environment every day, I discovered that the development of games requires a lot of thought. Successful gamification is about incorporating the right gaming elements in order to produce a successful game for your students.
The key message I learnt was that when considering implementing a game into my classroom is that ‘gamification is there to amplify the learning outcomes’ and to create effective, educational games you need to link the game mechanics with learning outcomes or you risk creating a game for students that is fun, but they do not learn.
Thanks Jodie, we're glad to see you linking game mechanics with learning outcomes.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.I’m a casual teacher who rarely has to set the learning objectives for a lesson, but I do find that gamification during maths is an excellent way to reinforce a very wide range of learning outcomes set.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I regularly use bingo as a game at the end of maths lesson, particularly a double lesson. I can often set the questions using the text during the prepared lesson or during a break. I then get students to place the answers randomly in a prepared blank bingo sheet that I have.
We then play bingo. It reinforces the student objectives from the lesson, and students love the competition and laughs Bingo provides.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Dynamics - has a very low level of engagement in relation to narrative, emotion and relationship. It does have the element of progression as you read more books; your reading skill will naturally improve.
Mechanics – While it contains some level of GBL in the game mechanics as it does create a challenge and students must read enough books to receive a certificate as a reward, this game does lack many of the other important elements such as providing little or no feedback, co operation, transactions, turns, chance or resource aquistion.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Lesson Outcomes:
Please note this Game that I have adapted is for a wide variety of subjects and learning outcomes. As a casual teacher and I do not set the learning outcomes but I adapt the game to reinforce those set by the teacher.
Name of the Game: Trivia
Description of your Audience:
Age: K- 12
Motivations: Depend on the age group, but can vary from being able to clean the board in infant school, to mock certificates for secondary students which they love, but mostly the satisfaction of winning in a team environment is enough.
Time Constraints:
5-10minsI generally engage students in a trivia game at the end of double lessons, where I know they will be losing concentration and need to be reengaged and reinforcement of lesson objectives. I also need time to get the questions organised
Game Elements:
Game Dynamics –
Studnets work in teams to encourage collaborative learning, discussion and social learning to answer questions related to the lesson topic, theme and objectives. The team that answers the most correctly get a prize
Game Mechanics:
I ask questions relevant to the lessons topic and lesson objectives, that range in difficulty. I like to start with basic questions such as terminology and definitions, and then build towards higher order thinking questions, such as describe and then questions requiring analysis.
I also like to add random bonus questions that may be off topic but will engage their interest and give them a laugh, such as who will win local AFL/netball match that is yet to be played between rival teams
Once I have asked all the questions that time allows, we mark the answers and discuss anything controversial, interesting or to reinforce learning objectives.
Then the winning team receives their prize.
Game Components: Trivia requires little in the way of material which allows it to be used in any learning environment. It just requires a little work from the teacher to plan the questions.
Fun Check:
Easy Fun- The early questions and meant to be easy to engage all students. I also like to include random surprise questions to reengage students and create a fun environment.
Hard Fun- The questions build up to high order thinking questions to challenge students and to also encourage discussion and collaboration to give an answer.
Social Fun - All students in team which encourage social interaction, discussion and amusement.
Thanks Jodie, a good game is usually based on a good framework, (for example the Monopoly board game and all the theme variations you can get these days). You have a good framework that can be continuously tweaked, extended and applied, as you've mentioned to various subjects as needed.
Have you filled in the evaluation? Have you found the bonus level content?
Yes and yes. I like your philosophy.
The following content has been copy and pasted from the 'Blank participant page 2' template.
I wasn't sure what to merge so just copied all the content here. Stan Yip, syip@aisnsw.edu.au
if you do not have a page set-up for you, just use this page and add your name.
Jodie H
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
I have a basic knowledge and understanding of what game based learning is. I understand the power game based learning can provide within a classroom. However, I know very little about the technical aspects of GBL or implement them successfully into my classroom
W = What do you want to learn?
I want to learn how to effectively incorporate game based learning into my classroom to encourage students’ enjoyment oflearning.
L = What have you learned? (we'll do this last one later)
While successful gamification does not require technology and can be applied within a classroom environment every day, I discovered that the development of games requires a lot of thought. Successful gamification is about incorporating the right gaming elements in order to produce a successful game for your students.
The key message I learnt was that when considering implementing a game into my classroom is that ‘gamification is there to amplify the learning outcomes’ and to create effective, educational games you need to link the game mechanics with learning outcomes or you risk creating a game for students that is fun, but they do not learn.
Thanks Jodie, we're glad to see you linking game mechanics with learning outcomes.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.I’m a casual teacher who rarely has to set the learning objectives for a lesson, but I do find that gamification during maths is an excellent way to reinforce a very wide range of learning outcomes set.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I regularly use bingo as a game at the end of maths lesson, particularly a double lesson. I can often set the questions using the text during the prepared lesson or during a break. I then get students to place the answers randomly in a prepared blank bingo sheet that I have.
We then play bingo. It reinforces the student objectives from the lesson, and students love the competition and laughs Bingo provides.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Dynamics - has a very low level of engagement in relation to narrative, emotion and relationship. It does have the element of progression as you read more books; your reading skill will naturally improve.
Mechanics – While it contains some level of GBL in the game mechanics as it does create a challenge and students must read enough books to receive a certificate as a reward, this game does lack many of the other important elements such as providing little or no feedback, co operation, transactions, turns, chance or resource aquistion.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Lesson Outcomes:
Please note this Game that I have adapted is for a wide variety of subjects and learning outcomes. As a casual teacher and I do not set the learning outcomes but I adapt the game to reinforce those set by the teacher.
Name of the Game: Trivia
Description of your Audience:
Age: K- 12
Motivations: Depend on the age group, but can vary from being able to clean the board in infant school, to mock certificates for secondary students which they love, but mostly the satisfaction of winning in a team environment is enough.
Time Constraints:
5-10minsI generally engage students in a trivia game at the end of double lessons, where I know they will be losing concentration and need to be reengaged and reinforcement of lesson objectives. I also need time to get the questions organised
Game Elements:
Game Dynamics –
Studnets work in teams to encourage collaborative learning, discussion and social learning to answer questions related to the lesson topic, theme and objectives. The team that answers the most correctly get a prize
Game Mechanics:
I ask questions relevant to the lessons topic and lesson objectives, that range in difficulty. I like to start with basic questions such as terminology and definitions, and then build towards higher order thinking questions, such as describe and then questions requiring analysis.
I also like to add random bonus questions that may be off topic but will engage their interest and give them a laugh, such as who will win local AFL/netball match that is yet to be played between rival teams
Once I have asked all the questions that time allows, we mark the answers and discuss anything controversial, interesting or to reinforce learning objectives.
Then the winning team receives their prize.
Game Components: Trivia requires little in the way of material which allows it to be used in any learning environment. It just requires a little work from the teacher to plan the questions.
Fun Check:
Easy Fun- The early questions and meant to be easy to engage all students. I also like to include random surprise questions to reengage students and create a fun environment.
Hard Fun- The questions build up to high order thinking questions to challenge students and to also encourage discussion and collaboration to give an answer.
Social Fun - All students in team which encourage social interaction, discussion and amusement.
Thanks Jodie, a good game is usually based on a good framework, (for example the Monopoly board game and all the theme variations you can get these days). You have a good framework that can be continuously tweaked, extended and applied, as you've mentioned to various subjects as needed.
Have you filled in the evaluation? Have you found the bonus level content?
Yes and yes. I like your philosophy.